Wang Ye, Kretschmer Robert E, Hartman Maria C
Department of Communication Sciences and Disorders, Missouri State University, Springfield, USA.
Am Ann Deaf. 2010;155(2):105-9. doi: 10.1353/aad.2010.0006.
This introductory article establishes the foundation for a special issue of the American Annals of the Deaf on teacher action research. The authors first introduce the definition of the teacher-as-researcher model, formally known as teacher action research. Four elements of teacher action research are discussed in detail: cyclical, systematic, reflective, and collaborative. Next, the history of teacher action research is discussed. Subsequently, the multi-paradigmatic and multimethodological nature of teacher action research is proposed. Finally, as a means of guiding readers, the scope of the special issue is described. The introduction concludes with the suggestion that in-service and preservice teachers integrate theory into practice and engage in systematic inquiry into their own practice to develop the mindset necessary to cope with the pedagogical challenges they face on a daily basis.
这篇介绍性文章为《美国聋人年鉴》关于教师行动研究的特刊奠定了基础。作者首先介绍了教师即研究者模式的定义，该模式正式名称为教师行动研究。详细讨论了教师行动研究的四个要素：循环性、系统性、反思性和协作性。接下来，探讨了教师行动研究的历史。随后，提出了教师行动研究的多范式和多方法性质。最后，作为引导读者的一种方式，描述了特刊的范围。引言最后建议在职教师和职前教师将理论融入实践，并对自己的实践进行系统探究，以培养应对日常教学挑战所需的思维模式。
